All Saints Benhilton C of E Primary School P.E Policy 2020

All Saints Benhilton C of E Primary School
                                P.E Policy 2020
                                     Mission Statement
Together, within God’s love, we nurture and inspire today’s minds for tomorrow’s challenges.

   Reviewed by the                                            Date: 2020

   Governing Body

   Last reviewed:          June 2020

   Next review due by:     June 2022

Rationale

Physical Education (PE) contributes to the overall education of all children by helping them to lead
full and valuable lives through engaging in purposeful and high-quality activity. It promotes active
and healthy lifestyles, physical skills, physical development and knowledge of the body in action.
PE enables children to learn confidence, perseverance, team spirit, positive competitiveness and
organisation. Children must engage in a programme of PE that encourages fitness and improves
their strength. PE is an integral part of school practices allowing all children in the school to gain a
sense of achievement and develop positive attitudes towards themselves and others.

All Saints Benhilton seeks to provide a full, varied and interesting Physical Education curriculum
which challenges, engages and excites staff and pupils alike. We see Physical Education as a vital part
of the education experience as a whole. Our values are embedded within the delivery of PE lessons
and in being physically active as a way of life; the opportunities for our pupils at ASB promote a
positive attitude towards healthy and active lifestyles. These opportunities promote the respect,
trust and honesty our school values show us. With God’s love we learn to trust ourselves and one
another in the different challenges we face as individuals and in groups and teams. We learn to
respect others when we compromise and co-operate with others and to be thankful for these
opportunities we share.

Aims

At ASB we aim to provide each pupil access to a broad and balanced programme of activities which
are accessible and challenging.

In order to do this, we aim to:
     Stimulate and maintain pupil interest and enjoyment in PE and physical activity and to
        promote health and fitness for current and future lifestyles.
     Enable pupils to be familiar with a body of knowledge, principles and vocabulary to relate to
        PE.

        Enable pupils to see PE as:
         i. a major feature in our lives, related to employment, leisure and culture.
        ii. part of a wider body of knowledge and skills, e.g. interpersonal and problem-solving skills.

        Enable pupils to:
         i. understand and use safe practice and to appreciate its importance in PE.
        ii. understand the short- & long-term effects of exercise on the body.
        iii. understand the role of exercise in a fit and healthy lifestyle.

       Enable pupils to develop a range of desirable personal qualities such as safety, awareness,
        politeness, perseverance, concern for others, initiative and independence. The
        establishment of self-esteem through the development of physical confidence is a major aim
        for ASB.

       Enable pupils to work independently and as part of a group or team in varied activities so as
        PE contributes to the development of core skills such as communication by speech.

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   Employ teaching methods and resources that will allow all pupils to have equal access to PE
        and to experience success and enjoyment in their PE work.

Health and Safety

Everyone has a duty under health & safety guidelines to ensure PE activities are carried out with due
regard to the safety of staff and pupils in line with school, Local Authority and Health & Safety
Policies.

The effective management of safety for ASB has four main components:
     Risk Assessment and planning before a lesson.
     Organisation of routines before, during and between lessons to include:
            a. The use of appropriate kit including the correct footwear. Children who do not have
                a PE kit will take part in the lesson as an observer rather than a participator. Parents
                will be informed after two consecutive occasions of no PE kit.
            b. All children taking part in indoor PE should be barefoot or wear suitable foot
                covering for indoor PE. For gymnastics, particularly when the apparatus is being
                used, there should be barefoot only.
            c. Jewellery that might carry a risk to the pupil, including earrings, should be removed
                and stored safely before each lesson. If the removal of jewellery is not appropriate
                out of respect for religious reasons, then the jewellery should be covered/taped.
                If children wear stud earrings they should be taken out by the child. If this is not
                possible, the child should be given tape to cover their earrings. Children must place
                and remove the tape independently.
            d. All long hair should be tied back.
            e. All equipment, apparatus and environment should be checked before the start of
                every lesson by teacher and is the responsibility of the teacher. Children should be
                given health and safety guidance through the lesson
            f. Location of safety equipment.
            g. Reporting accidents.

       Control to include:
           h. Where to find safety information.
           i. Regular safety checks.

       Monitoring and Review – including procedures for reporting hazards/suspected hazards and
        those for reviewing risk assessments and safety in general.

Inclusion

ASB is committed to inclusion. We are committed to do our utmost to include all pupils regardless of
gender, colour, religion, ability or disability in accordance with the whole-school inclusion policy.
However, Physical Education is by definition active, and some of the activities in PE have attached
risks, there are occasions where inclusion is not appropriate for the safety and enjoyment of all
participants. This is most likely to be the case when the behaviour of individuals is in question. In this
instance, staff are referred to guidance offered in Safe Practice in Physical Education, School Sport
and Physical Activity (afPE ninth edition Published 2016. ISBN: 978-1-909012-35-6). At ASB, our copy
of this guidance is situated in the PE cupboard (hall wall cupboard) and staff are made aware of its
location on a regular basis & when required.

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Inclusion will be implemented as follows:

       Standard activities and expectations as planned.
       Adapted activities and expectations in line with individual pupils.
       Different activities planned in line with individual pupils’ needs.

Inclusion issues will be considered and acted upon in consultation with parents, professionals (e.g.
Occupational Therapist, Physio Therapist) children, the school’s senior management team and
having sought guidance from The Association for Physical Development (afPE), the school’s Inclusion
policy and from the LEA if necessary.

PE curriculum planning

We plan the PE activities so that they build upon the prior learning of the children. While there are
opportunities for children of all abilities to develop their skills, knowledge and understanding in each
activity area, there is planned progression built into the scheme of work, so that the children are
increasingly challenged as they move up through the school. Refer to Appendix 1 for National
Curriculum in PE & planning detail.

The curriculum planning in PE (at least 2 hours per week in line with National guidance) is carried out
in three phases (long-term, medium-term and short-term). The long-term plan maps out the PE
activities covered in each term during the key stage. The PE subject leader works this out in
conjunction with teaching colleagues in each year group. Medium-term plans give details of each
unit of work for each term. These plans define what we teach and ensure an appropriate balance
and distribution of work across each term. The subject leader keeps and reviews these plans.

Class teachers and the designated P.E. teacher follow the short-term plans for each PE lesson of
outdoor games, indoor gym or dance and athletics. These list the specific learning objectives for
each lesson and give details of how the lessons are to be taught. The class teacher and the
designated P.E. teacher keep these individual plans, and the class teacher and subject leader often
discuss them on an informal basis.

Assessment and Monitoring

Teachers assess children’s work in PE by making assessments as they observe them working during
lessons, using the same assessment framework throughout the school. They record the progress
made by children against the learning objectives for the lesson. At the beginning of a unit a baseline
assessment is made and, at end of a unit of work teachers make a judgement as to whether the child
has met, exceeded or is working towards the expectations according to age and stage of each
individual unit. They record the information in their assessment files and use the information to plan
the future work of each child. These records also enable the Subject leader to make an annual
assessment of progress for each child, as part of the child’s annual report to parents.

The subject leader monitors PE progress with lesson plan scans and lesson observations each term.

The PE subject leader keeps photographic and video evidence of children’s work (in a portfolio). This
is subject to permission being gained from the parents/legal guardians to take photographs of their
child, in line with current legislation regarding data protection (GDPR.) The evidence provides a
demonstration of an expected level of achievement in each area of activity in PE, in each year of the
school.

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Extra-Curricular Activities

At ASB, we run a wide variety of extra-curricular clubs including Sport related activities such as
netball, football, tennis, hockey & badminton and activities in which children are physically active,
these include a variety of dance, cheerleading c=and multi-skills clubs. These are available to the
children at the beginning or end of the school day. We do so on an open-access basis. Pupils are not
penalised for non-attendance but sports teams are usually selected from those who attend extra-
curricular clubs.

Equal Opportunities

In the teaching and learning of PE, every child has the right to equal opportunities regardless of their
gender, ethnicity or physical/academic ability. We ensure the individual is educated in an
environment where he/she feels respected and valued ensuring equal access to equipment,
delivering a curriculum free from stereotyped ideas; not using exist or racist language and having
equally high expectations of children regardless of their gender, ethnicity or ability.

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APPENDIX 1

PE curriculum planning

The Early Years Foundation Stage

The Foundation Stage Physical Development is a prime area in the EYFS, and subsequently we
encourage the physical development of our children as an integral part of their learning. We use the
guidance set out for Early Years Foundation Stage as a basis for planning the physical development
of the children. We encourage the children to develop confidence and control of the way they move,
and the way they handle tools and equipment. We give all children the opportunity to undertake
activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of
resources to support specific skills.

KS1 and KS2

PE is a foundation subject in the National Curriculum and as such, ASB uses the national scheme of
work as the basis for its curriculum planning in PE. In Key Stage 1 we teach an outdoor and indoor PE
lessons each week which could include dance, games, gymnastics & athletics. In Key Stage 2 we
teach an outdoor and indoor PE lessons each week which include dance, games, gymnastics and
athletics plus swimming and water safety for Years 3,4 & 5, taught by a designated qualified
swimming teacher. We endeavour to support the National standard for swimming achievement (to
be able to swim 25m) by providing booster swimming session for Year 6 pupils.

The statutory document states:

 Early Years Foundation Stage

 Physical Development

  Moving and handling                                                                Children
 show good control and co-ordination in large and small movements. They move confidently in a
 range of ways, safely negotiating space. They handle equipment and tools effectively.

 Health and self-care                                                                  children
 know the importance for good health and physical exercise, and a heathy diet, and talk about
 ways to keep healthy and safe.

 The Department of Health

 The Department of Health say to aim for at least three hours of physical activity across the day for
 children in the early years. But every movement counts and you don't need to plan extra
 activities, just make the most of everyday opportunities.

 National Curriculum

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KS1

 Pupils should develop fundamental movement skills and become increasingly competent and
 confident and access a broad range of opportunities to extend their agility, balance and
 coordination, individually and as part of a group.

 Pupils should be taught to:

 Use fundamental movement skills to master basic movements including running, jumping,
 throwing and catching

 Develop agility, balance and coordination to apply to a range of activities

 Participate in team and small sided games

 Perform dances using simple movement patterns.

 KS2

 Pupils continue to apply and develop a broader range of skills, learning how to use them in
 different ways and to link them to make actions and sequences of movements. They should work
 together and communicate, collaborate and compete with each other. They should be given
 opportunities to understand how to improve through self-assessment, peer assessment and
 teacher assessment.

 Pupils should be taught to:

 Use running, jumping and throwing and catching in isolation and in combination

 Learn key skills to help play competitive games, modified where appropriate.

 Develop flexibility, strength, technique, control and balance.

 Perform dances using a range of movement patterns

 Take part in Outdoor and adventurous activities

 Swim 25 metres by the end of Year 6.

Good practice indicates:

 Intent

 This is the ‘what’ we intend to do…

 Planning for PE is initially shown in long term plans.
 Lesson plans show more detailed learning objectives and differentiated activities.

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High-quality lessons should include:

- clear, differentiated learning objectives

- shared high ambition

- The teaching of skills and techniques

- The application and adaptation of learnt skills in games activities

- Modelling of correct technique

- Use of correct and specific technical vocabulary

Implementation

This the ‘how’ we do it...
For example:
- The delivery of high quality, inclusive PE lessons which have a clear intention, high
   ambition & provide pupils with the ability to create a positive relationship with physical
   activity for life
- Opportunities for collaborative and competitive activities both in and out of school
- Use of a scheme of work/curriculum resources to support delivery
- A framework for building a scaffold to outstanding teaching and learning
- Opportunities for children to succeed and fail in a secure environment and learn from
  Each experience
Impact

This is the ‘who benefits’…

For example:

- Performance and evaluation of each other’s work

- Work which reflects the learning objective

- Teaching the children to cool down safely

- Teaching children the impact PE has on their bodies

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